Computational Thinking in Nordic Teacher Education and Schools

This special issue originates from the Mathematics, Science, and Computational Thinking (MASCOT) project, funded by the Norwegian Research Council. The project aimed to investigate the teaching, learning, and assessment processes of CT in teacher education and schools. Its focus was to generate systematic knowledge about research and policy on CT, as well as insights into educational practices and assessment methods in Nordic teacher education programs and schools. The overarching goal was to provide a nuanced understanding of how CT is integrated into educational systems and to inform both research and practice in this evolving field.